A Research for the Formation of Basic Concepts in Physics

在1993年的财政年度，我们对我们的新生进行了一次调查，了解他们在高中时代物理课的实际情况。进入大学后，似乎很少有学生回顾自己的过去，对掌握动力学感到满意。尽管学校处理的每一个主题，例如，“力量的平衡”，“物体的运动”，“运动的规律”，意味着对真理的追求，实际情况却与理想相去甚远。从根本上说，设计各种教育方法能激发学生的极大兴趣。我们在1994年曾报道过，概念理解需要事先进行某种定性的思考，这最终使学生能够从微小的细节中掌握整个概念。基于这些知识，我们准备了一些新课程，以发挥理解物理概念的最佳能力-变化的动量。学生们一开始所持有的所有先入之见也被考虑在内。 关于我们 每节课的。对十年级学生的实验表明，在目前的教育领域中，对基本概念进行个人思考的经验链是不可或缺的。也就是说，这些高中生只有通过整个科学程序，包括观察许多有趣的主题，才能最终得出正确的概念，即，重力或重量的加速度，非弹性碰撞现象，运动第二定律，等等，这个教育计划正是呼吁学生认识到动量和力之间的强关系的过程。由于他们在这一阶段还没有学习动量，我们暂时不把质量和速度的简单集合而不是乘积称为动量。我们调查了是什么促使学生自己详细分析这种关系。另一方面，我们在1995年为我们的项目制作了所谓的虚拟教室信息系统。由于多媒体系统的合理安排，有了因特网，学生坐在教室里甚至在客厅里就可以很容易地立即向老师请教。该系统将用于促进学生对真理的追求，并评估他们的创造性，为我们的研究目的。我们的示范学校也进行了标准形式的创造性考试。其中一个数据是作为我们教育计划的一部分进行分析和报告的。少

In the fiscal 1993 year, we made an inquiry for our freshmen what the actual condition of the physics classes had been in their upper secondary school days. Getting into college, fewer students seemed to look back themselves on the past with satisfaction of mastering dynamics. Althogh each of the themes treated in the school, e.g., "balance of power", motion of object", and "the law of motion", meant the pursuit of truth, the actual situation turned out to be far from being ideal. Fundamentally, devising various methods of education arouses a great interst of the student. We had reported in 1994 that conceptual understanding requires in advance somewhat qualitative consideration, which enables the students to grasp the whole concept in minute detail after all. Based on this knowledge, we prepared a couple of new classes to bring out the best ability to understand the physics concept - varying momentum. Account was also taken of all preconceptions held by the students at the very beginn … More ing of each lesson. The experiment for 10th grade students made it clear that a chain of experience of individual consideration about basic concepts is indispensable in the present field of education. That is to say, these high school students could only arrive at the right concept finally through the whole scientific program including the observation of much interesting topics on, i.e., the acceleration of gravity or weight, inelastic collision phenomena, the second law of motion, and so on, This educational program was just the process that appeals to the students to realize a strong relationship between momentum and force. As they had not learned momentum at this stage of the course yet, we called not a product but a simple set of mass and velocity a momentum for the time being. We investigated what motivates the students to analyze this relationship themselves in detail. On the other hand, we made up the so-called virtual classroom information system for our program in 1995. Thanks to the proper arrangement of multi-media system, i.e., the Internet network, the student can easily ask teacher's advice immediately as he sit in the classroom or even in his living room. The system will be used to promote the pursuit of truth for students and to evaluate thier creativity for our ends of research. A creativity examination of the standard form was carried out at our model school, too. One of the data was analyzed and reported as part of our educational program. Less